We have been learning quite a bit about computer-based instructional objects such as WebQuests and StAIRs in the MSU class CEP 811. They are great resources to be aware of, know how to use, and most importantly, know how to create on our own. I can't tell you how much time I've wasted looking for resources that would fit what I was looking for and meet the needs of my students. In the end, I always realize that I would have been better off creating my own. I am glad that I am learning about new ways to create resources on the computer that could be used to supplement my lessons or perhaps to teach on days when I have to be gone and have a substitute.
However, whether we chose to use a computer-based instructional object created by someone else or we chose to create our own, I believe it is important that we as teachers make sure to consider that it meets the needs of the students who will be using it. For example, in my first two class periods of the day, I have a mix of ninth and tenth graders. The class has quite a range of personalities, learning types, and learning levels. If I chose to create a StAIR for them, I would have to create one that would engage all of them (or most of them) and not be above their skill level. I cannot give them material that I would use for my 11th and 12th graders. They simply do not have a vocabulary base for it nor do they have the same skills to help them stay on task. Therefore, I would probably choose a computer-based instructional object that uses scaffolding quite a bit to help those particular students in my 9th/10th grade class to build up their skills before being asked to do something on their own. Furthermore, if I did chose to use a computer-based instructional object created by someone else, I might have to be careful about choosing something simply because it i labeled for 9th or 10th grade. Many of my students can not read at their correct grade level. Accommodations might need to be made for that.
I have two WebQuests that I have used in the past with slight modifications to them. For my U.S. History class, I have used the Muckraker Magazine WebQuest created by Kristin M. Keefe. It is located at http://www.westirondequoit.org/dake/Keefe/Progressive%20Newsletter/index.htm#Introduction . What I liked about this WebQuest is that it asks students to write about different reforms in the Progressive Era, explaining who was being affected by the issue and the reform to solve the issue. It also breaks it down into a set of tasks to accomplish. There is even a section to explain how students will know is their tasks are complete. That is HUGE for my students. I did have to help them type their articles in Microsoft Word (instead of Publisher) because they are still learning word processing skills. Some students were concerned that it was labeled as an 8th grade Webquest, but I reassured them about that and we accomplished a great deal. Overall, the WebQuest was a success.
The other WebQuest I like to use as a way to help develop critical thinking is at https://www.msu.edu/~reethskr/myweb/gwq/cover_page.htm. Now, I have to recommend this WebQuest with a word of caution. I think it is an excellent murder mystery and having students sort through the evidence, story, interviews, etc. is an excellent way to have students do some critical thinking. However, my students could not work through the WebQuest on their own, so I have developed a series of questions, graphic organizers, etc. to help them work their way through the information over a week period. The content/clues are EXCELLENT. However, the tasks and process just did not work well for my classes.
However, whether we chose to use a computer-based instructional object created by someone else or we chose to create our own, I believe it is important that we as teachers make sure to consider that it meets the needs of the students who will be using it. For example, in my first two class periods of the day, I have a mix of ninth and tenth graders. The class has quite a range of personalities, learning types, and learning levels. If I chose to create a StAIR for them, I would have to create one that would engage all of them (or most of them) and not be above their skill level. I cannot give them material that I would use for my 11th and 12th graders. They simply do not have a vocabulary base for it nor do they have the same skills to help them stay on task. Therefore, I would probably choose a computer-based instructional object that uses scaffolding quite a bit to help those particular students in my 9th/10th grade class to build up their skills before being asked to do something on their own. Furthermore, if I did chose to use a computer-based instructional object created by someone else, I might have to be careful about choosing something simply because it i labeled for 9th or 10th grade. Many of my students can not read at their correct grade level. Accommodations might need to be made for that.
I have two WebQuests that I have used in the past with slight modifications to them. For my U.S. History class, I have used the Muckraker Magazine WebQuest created by Kristin M. Keefe. It is located at http://www.westirondequoit.org/dake/Keefe/Progressive%20Newsletter/index.htm#Introduction . What I liked about this WebQuest is that it asks students to write about different reforms in the Progressive Era, explaining who was being affected by the issue and the reform to solve the issue. It also breaks it down into a set of tasks to accomplish. There is even a section to explain how students will know is their tasks are complete. That is HUGE for my students. I did have to help them type their articles in Microsoft Word (instead of Publisher) because they are still learning word processing skills. Some students were concerned that it was labeled as an 8th grade Webquest, but I reassured them about that and we accomplished a great deal. Overall, the WebQuest was a success.
The other WebQuest I like to use as a way to help develop critical thinking is at https://www.msu.edu/~reethskr/myweb/gwq/cover_page.htm. Now, I have to recommend this WebQuest with a word of caution. I think it is an excellent murder mystery and having students sort through the evidence, story, interviews, etc. is an excellent way to have students do some critical thinking. However, my students could not work through the WebQuest on their own, so I have developed a series of questions, graphic organizers, etc. to help them work their way through the information over a week period. The content/clues are EXCELLENT. However, the tasks and process just did not work well for my classes.
I think your scaffolding would work well. If students could answer placement questions at the beginning of the StAIR that would lead to level appropriate sections of the project.
ReplyDeleteExplicit guidelines explaining what is expected in the product is huge. Assuming the students get an inference is a bad assumption. The muckraker webquest you cited is much more complete than any I found for myself. I liked the way the murder mystery was laid out. I think the big long pages can be daunting. I know there are tabs at the top, but the simplifying of each page makes it an easier read and you can focus attention on just that page.
Mike
Great reflections Katy. I think your StAIR could have accommodations built into it for your students who need it. Other technology might work better for your students. A WebQuest or Moodle lesson might be more useful to your students. Video or podcasts might be better too. There is so much to choose from and as you say you have to know your students before you can integrate the right technology into your classroom. You are definitely on the right track.
ReplyDeleteI also have a wide range of students in my biology classes. Even though I teach only one subject I have the same concerns about reaching everyone.
ReplyDeleteI think that scaffolding computer based lessons may help me do this. The issue right now is time. Hopefully this summer I will be able to dedicate some time to the problem.
Great Blog Katy. I too, struggle with finding appropriate content for my students in cabinetmaking. I have used other people's work, mainly because I did not possess the technology skills to do the work myself. I am confident by the end of this training we will all be able to not only create our own computer based instructional objects, people may be looking to you for leadership in building their objects
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